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Academic satisfaction among traditional and problem based learning medical students: A comparative study

机译：传统和基于问题学习医学生的学业满意度：一项比较研究

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Objectives: To evaluate the academic satisfaction and importance among traditional learning (TL) and problem based learning (PBL) medical students, and to further evaluate the areas of concern in the academic education from the student's point of view. Methods: A cross sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Kingdom of Saudi Arabia from May to June 2012. The survey questionnaires were self-administered and consisted of mainly 6 sections: teaching, learning, supervision, course organization, information technology (IT) facilities, and development of skills. Results: A total of 92 TL (males: 66 [71.7%]; females: 26 [28.3%]), and 108 PBL (males: 84 [77.8%]; females: 24 [22.1%]), with a mean age of 21.3 ± 1.3 (TL), and 20.7 ± 1.0 (PBL) were included in the study. The overall satisfaction rate was higher in the PBL students when compared with TL students in: teaching (84.7%/60.3%); learning (81.4%/64.5%); supervision (80%/51.5%); course organization (69.3%/46.9%); IT facilities (74.0%/58.9%); and development of skills (79.1%/53.9%). There was statistical significance difference in academic satisfaction comparing both groups of students (p≤0.001). The overall importance rating was almost similar in both TL and PBL of students, and found no significance in comparing importance rating. Conclusion: The most unsatisfied elements for TL students were supervision, teaching, and course organization, which demonstrate the disadvantages of the traditional system. The PBL was potentially considered a successful method in enhancing medical education.
机译：目的：评估传统学习（TL）和基于问题的学习（PBL）医学生的学业满意度和重要性，并从学生的角度进一步评估学术教育中的关注领域。方法：2012年5月至2012年6月在沙特阿拉伯利雅得国王沙特国王医学院进行了横断面研究。调查问卷是自行管理的，主要由6个部分组成：教学，学习，监督，课程组织，信息技术（IT）设施和技能发展。结果：总共92 TL（男性：66 [71.7％];女性：26 [28.3％]）和108 PBL（男性：84 [77.8％];女性：24 [22.1％]），平均年龄研究中包括21.3±1.3（TL）和20.7±1.0（PBL）的比例。在教学方面，PBL学生的总体满意度要高于TL学生（84.7％/ 60.3％）;学习（81.4％/ 64.5％）;监督（80％/ 51.5％）;课程组织（69.3％/ 46.9％）; IT设施（74.0％/ 58.9％）;和技能发展（79.1％/ 53.9％）。两组学生的学业满意度之间存在统计学差异（p≤0.001）。学生的TL和PBL的总体重要性等级几乎相似，并且在比较重要性等级时没有意义。结论：TL学生最不满意的要素是监督，教学和课程组织，这证明了传统系统的弊端。 PBL可能被认为是加强医学教育的成功方法。

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